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ERIC Number: EJ883525
Record Type: Journal
Publication Date: 2009
Pages: 30
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-0380-2361
Reflective, Humanistic, Effective Teacher Education: Do Principles Supported in the "Deans' Accord" Make a Difference in Program Outcomes?
Rideout, Glenn W.; Koot, Robert A.
Canadian Journal of Education, v32 n4 p927-956 2009
This study examines two Canadian teacher education programs in relation to reflection-based principles identified in the Association of Canadian Deans of Education's "Accord on Initial Teacher Education". In one program, data analysis indicated a strong link between the practice and beliefs of pre-service teachers: they became more humanistic and their practices were more authentic. In the other program, the relationship between practice and beliefs was weak; practice tended to become more imitative of custodial mentor teachers, more accurately described as inauthentic. The study concludes that when reflection-enhancing practices are prominent, teacher education programs more likely generate humanistic and authentic effective outcomes consistent with reflection-based "Accord" principles.
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada